Research On The Current Situation Of TPACK Levels Of Volunteer Chinese Teachers In Thailand And Their Improvement Strategies

The emergence and development of information technology has led to qualitative leaps and bounds in human production and life.Under the field of education,the emergence of information technology in education has had an impact in education teaching that cannot be underestimated.Information technology is widely used in the field of education,and how to better integrate technology in specific subjects to improve the quality of teaching has become an urgent issue to be considered.To investigate this issue,the TPACK theoretical framework,which integrates the pedagogical knowledge of subjects with technology,has been developed.This theoretical framework helps teachers to promote their professional development in today’s education information era as a theoretical guide,and also helps frontline teachers to integrate information technology into classroom teaching as a theoretical reference.The paper adopts a literature analysis method to summarize and sort out the research results about TPACK at home and abroad as well as the research results of TPACK in the Chinese international education community.Using a quantitative and qualitative research idea,the paper uses a questionnaire survey method and an interview method to conduct a survey on the current situation of TPACK with the volunteers who will be Chinese teachers in Thailand from 2019 to 2020 as the research subjects.We measured the TPACK level of volunteers going to Thailand at the present stage,and combined with interviews to investigate the reasons affecting the development of TPACK,summarized the results of the survey on the current TPACK status of volunteers going to Thailand and the problems associated with it,and proposed targeted improvement strategies accordingly.The survey results show that（1）the TPACK level of volunteer teachers in Thailand is generally moderate to high,among which the subject content knowledge（CK）is lacking.（2）From the analysis of differences,it was found that,in terms of age,teachers in the age group of 26-30 had significantly higher subject content knowledge（CK）and pedagogical knowledge of integrated technology（TPK）than those in the age group of 20-25.In terms of teaching age,the longer the teaching experience,the higher the level of subject pedagogical knowledge（PCK）;in terms of education,the level of pedagogical knowledge（TPK）of teachers with master’s degrees was significantly higher than that of volunteer Chinese teachers in Thailand with bachelor’s degrees;and there was no significant difference in the TPACK level of the study participants by professional factors.（3）According to the correlation analysis,all seven dimensions of TPACK were positively correlated with each other,and pedagogical knowledge of integration techniques（TPK）had the strongest correlation with TPACK.（4）The stepwise regression analysis showed that TPK,PK,CK,and PCK were significant predictors of TPACK development among the volunteers who went to Thailand as Chinese language teachers.（5）The interviews revealed that the TPACK development of volunteer Chinese teachers in Thailand was influenced by three aspects,including teaching resources,educational technology training courses and teachers’ personal intentions.Based on the above findings,the TPACK enhancement strategies for volunteer Chinese teachers in Thailand were proposed from three aspects: teaching resources,training courses,and teachers’ own personal intentions,in order to promote the transformation of their TPACK levels.